The Systematic Literature Review and Research Synthesis on the Development of Moral Reasoning by Using Socioscientific Issues Approach in Science Teaching
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This article aimed to systematically review and synthesize research findings on moral reasoning development using the socioscientific issues approach (SSI) in science teaching. It also presented the crucial components of moral reasoning, the meanings, key features, models or teaching approaches using socioscientific issues. Twelve high-quality research papers were selected by a qualitative screening method. The research findings were synthesized through thoughtful reading, interpreting, searching for essential keywords, identifying emerging research patterns and themes using a comparative method. The synthesis of research indicated that SSI could develop students' moral reasoning in many areas, namely using more formal language, considering long-term effects, having more diverse viewpoints, and avoiding using emotion and instinct in giving reasons. The social issues used in teaching to promote students' moral reasoning should be interesting, controversial, inconclusive, and touching students' minds. These issues were divided into 2 groups: genetic engineering and medical issues, and environmental issues. The factors affecting moral reasoning development included the students' context, such as socio-economic status, religious values, cultural beliefs, classroom environment, and scientific knowledge.
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สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน กระทรวงศึกษาธิการ. (2560). มาตรฐานการเรียนรู้และตัวชี้วัด กลุ่มสาระการเรียนรู้คณิตศาสตร์ วิทยาศาสตร์ และสาระภูมิศาสตร์ ในกลุ่มสาระการเรียนรู้สังคมศึกษา ศาสนา และวัฒนธรรม (ฉบับปรับปรุง พ.ศ. 2560) ตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. กรุงเทพมหานคร: โรงพิมพ์ชุมนุมสหกรณ์การเกษตรแห่งประเทศไทย.
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